Supporting Neurodivergent Pupils in the Classroom

workshop overview

How do we know if we have neurodivergent students in the classroom if they haven’t been diagnosed yet?

What can we do to support them?

Many people with neurodivergent conditions, such as Autism, Dyslexia and ADHD, are not diagnosed until adulthood. It is likely that you will teach undiagnosed students. They may be high attainers whose experience of school can become more complex as they get older, meaning they need additional care and support. This is especially true as they reach critical transitions, such as moving from primary to secondary school, or during examination periods. Therefore, it is essential that we can support these students so that they can meet their potential.

In this session, we will explore some of the ways neurodivergence, both diagnosed and hidden, can be evident, and some of the strategies that teachers can use to support neurodivergent students to navigate the challenges of life in school.

learning outcomes

1. To understand the different neurodivergent conditions and how these can impact on learning

2. To understand how the learning environment can affect neurodivergent students and how teachers can support with this

3. To consider how we can adapt practice for students who may not have been diagnosed

4. To investigate different ways that we can make our classroom practice inclusive of neurodivergence